Doctor of Philosophy in Education

Educational practice is based on theories and philosophies of learning and cognition. This course will focus on theories and philosophies of learning and cognition along with ways in which these theories are studied and applied in educational practice.
NOTE: This course must be taken at the University of Arizona Global Campus and may not be transferred from another institution.

This course examines the history and philosophy of education, as well as a systematic analysis of the effect of social change on education and vice versa. Learners will also develop skills and strategies in scholarly research and establish professional goals.

RES 7115 will introduce students to the foundations for conducting effective research. Students will develop critical thinking skills to support doctoral research endeavors, learning how to craft logical arguments based on thorough evaluation of the literature. They will explore different types of sources to develop the background and rationale for doctoral research as applied to their respective program content.  Key outcomes include critical analysis of scholarly research and application of conceptual and theoretical frameworks to support development of individual research aspirations.

In this seminar class, students will examine cultural, institutional and social issues impacting education today and how they shape educational processes and outcomes. Students will be introduced to extensive academic and professional resources as you explore topics of interest around policy, technology, culture, leadership, teaching and learning. Application of techniques for conducting evidence based research will help students formulate and support positions around issues and topics. Students will also conduct an in-depth review of an educational topic of choice to present and discuss with peers. This course gives students an opportunity to delve deeply into topics relevant to them and to inform and educate peers around these topics.

This course explores several contemporary leadership theories applicable to the education context. Using case studies and a selected problem of practice, students will propose solutions to real-world dilemmas impacting education today. An emphasis in diversity and inclusive leadership practices will encourage students to model decision-making skills that address the unique demands of today’s leaders. Students will also examine principles for leading change that will advance an agenda of equitable and sustainable outcomes for the entire learning community.

This course involves the advanced study of research design, and the quantitative methods that can be used in addressing research questions. Students will gain experience developing their own research ideas and learning how to select and apply appropriate research designs to test those ideas. Through the process of critiquing research articles, students will also learn how to evaluate which research designs would be appropriate to test various areas of inquire, as well as how to communicate the methods and results of particular quantitative studies. Students will be required to complete a training on ethics in research, as well as complete a quantitative research proposal in an area of interest, which may include dissertation related research.

This course examines the challenges in various educational contexts and explores strategies and interventions. Learners will also develop skills and strategies in scholarly research to enhance educational practices and develop a focus on their role as a leader and agent of change.

In this course, students will analyze diversity, equity, and inclusion (DEI) in various educational and leadership contexts while reassessing their own perspective and experiences. There will be a focus on developing innovative strategies to address DEI needs. Students will also explore their own dissertation topic of interest through a DEI lens and continue to refine their research skills while exploring strategies to navigate the doctoral journey.

This course involves the advanced study of research design, in general, and the qualitative inquiry, in particular, that can be used in addressing research questions. The epistemological assumptions underlying the qualitative methodology will be explored as students become familiar with the philosophical issues underlying how we know what we know. The ability to choose a researchable topic and create associated research questions will be emphasized. Students will become familiar with a variety of approaches including ethnography, grounded theory, phenomenology, narrative, participatory action research, and case study. A variety of common data collection methods will be studied, such as observation, interviews, surveys, and historical document collection. Validation and reliability standards, as well as evaluation criteria for qualitative approaches will be addressed. Students will be required to complete training on ethics in research, as well as complete a qualitative research proposal in an area of interest, which may include dissertation related research.

In this course, students will analyze how the Universal Design for Learning (UDL) framework can provide a structure for all learners in various contexts. Learners will assess the impact of social justice and equity work around curricula. In addition, learners will reflect on their own biases, beliefs, and practices around curriculum, culture, and learning. Professional networking will be explored.  Learners will present their refined dissertation topic.

This course focuses on utilizing knowledge and understanding of curriculum and assessment practices, design principles, and evaluation processes in various educational contexts. It will allow students to study curriculum, assessment, design, and evaluation principles with grants and grant writing as the vehicle to apply these ideas. Students will evaluate the impact of high-quality program development to support all populations. Students will also continue enhancing their doctoral research, strategies, and writing skills.

This course provides students with an opportunity to utilize their academic research skills in doctoral writing opportunities for the Ph.D. in Education program. Students will develop effective search and writing strategies to create a brief scholarly review of the literature on their proposed dissertation topic. Students will focus on developing meaningful paragraphs to support their dissertation topic while simultaneously synthesizing research sources. Students will hone their research skills to utilize scholarly sources and critique studies' value to their research interests. Students will explore the variety of platforms and types of writing found in various educational contexts.

This course offers participants a chance to explore the diverse aspects of educational politics and policy creation at all educational levels. It emphasizes the development of educational policies, the political dynamics surrounding both non-profit and for-profit learning environments, the rise of new educational technologies, and governance across various educational settings. The course will investigate the impact of societal shifts, examining significant reform movements and potential future developments in education from local to national scales. Key topics include the process of shaping educational policies, the global dimensions of educational politics, the politics surrounding learning environments, issues of inclusivity and exclusivity in education, and the dynamics of educational reform. This course is designed to be accessible and relevant to individuals working or involved in all levels of education.

In this course, students will analyze educationally relevant factors and historical events that have influenced educational practices, and how innovation and technology can prepare students for the future. Particular attention will be paid to educational technology and innovation. Learners will evaluate the application of theories, frameworks, and models of change with emphasis on the role of the change agent. In addition, learners will develop competencies to build organizational or institutional capacity by fostering personal growth and promoting transparency within the organizational change process, and proposing innovative, technology-focused solutions to a problem of practice.

RES 7120 will build upon fundamental concepts for conducting effective research introduced in RES7115, including critical analysis of ideas and information. Students will incorporate ethical considerations as they explore various research approaches. They will solidify the background and rationale for proposed research aligned with their respective program content, including application of relevant conceptual and theoretical frameworks in an elaborated literature review. Key outcomes include skills for generating research for scholarly and professional application. Prerequisite: RES 7115.

Students with interest in qualitative research, or with a desire to utilize this methodology for their respective doctoral dissertation, will be given an opportunity to greatly expand their existing knowledge base on qualitative research methodology. Students may elect to begin working on a preliminary proposal for their doctoral dissertation (or select and explore a topic of interest that may become the dissertation topic) for the culminating project in this course.

RES 8780 will build upon fundamental skills and knowledge gained throughout the doctoral program of study. Students will advance their research aspirations by constructing concept and literature maps leading to a research design. Key outcomes include research background and rationale, testable research questions that are aligned to appropriate methodologies, and proposed data visualization. Students will demonstrate mastery of the research design life cycle including research and writing skills as applied to their respective program content.

In this course, students begin drafting their dissertation under instructor supervision. Students working individually on their dissertation drafts focus on the description of their topic, refinement of their research questions, and outlining their review of the literature with feedback and recommendations for revisions from their instructor. Final approval of these drafts of portions of the dissertation rests with the student's individual dissertation committees, as described in the current Dissertation Handbook, as revised from time to time. Following the procedures outlined in the Handbook, students may form their committees before, during, or after their enrollment and completion of Dissertation Planning I and II.

In this course students continue drafting their dissertation from Dissertation Planning I under instructor supervision. Students working individually on their dissertation drafts focus on further refinement of the description of their topic, the final draft wording of their research questions, and beginning to write their review of the literature and research methodology with feedback and recommendations for revisions from their instructor. Students will exchange research concepts and proposed approaches about their research methodology with other students proposing similar methods (qualitative, quantitative, mixed, action). Final approval of these drafts of portions of the dissertation rests with the student's individual dissertation committees, as described in the current Dissertation Handbook, as revised from time to time. Following the procedures outlined in the Handbook, students may form their committees before, during or after their enrollment and completion of Dissertation Planning I and II.

Students writing a dissertation must complete a minimum of 5 credits by registering for five terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices, and procedures in the Dissertation Handbook. *Students satisfactorily progressing through the dissertation experience, but not meeting the required milestones in the designated timeframe, will be required to reenroll in the corresponding dissertation experience. Students needing more than two reenrollments in any of the dissertation courses will need to appeal to re-enroll to remain in the program and complete the designated milestone(s). Prerequisites: completion of all required coursework and Dissertation Planning II

Students writing a dissertation must complete a minimum of 5 credits by registering for five terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices, and procedures in the Dissertation Handbook. *Students satisfactorily progressing through the dissertation experience, but not meeting the required milestones in the designated timeframe, will be required to reenroll in the corresponding dissertation experience. Students needing more than two reenrollments in any of the dissertation courses will need to appeal to re-enroll to remain in the program and complete the designated milestone(s). Prerequisites: completion of all required coursework and RES 8971 Dissertation I

Students writing a dissertation must complete a minimum of 5 credits by registering for five terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices, and procedures in the Dissertation Handbook. *Students satisfactorily progressing through the dissertation experience, but not meeting the required milestones in the designated timeframe, will be required to reenroll in the corresponding dissertation experience. Students needing more than two reenrollments in any of the dissertation courses will need to appeal to re-enroll to remain in the program and complete the designated milestone(s). Prerequisites: completion of all required coursework and RES 8972 Dissertation II

Students writing a dissertation must complete a minimum of 5 credits by registering for five terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices, and procedures in the Dissertation Handbook. *Students satisfactorily progressing through the dissertation experience, but not meeting the required milestones in the designated timeframe, will be required to reenroll in the corresponding dissertation experience. Students needing more than two reenrollments in any of the dissertation courses will need to appeal to re-enroll to remain in the program and complete the designated milestone(s). Prerequisites: completion of all required coursework and RES 8973 Dissertation III

Students writing a dissertation must complete a minimum of 5 credits by registering for five terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices, and procedures in the Dissertation Handbook. *Students satisfactorily progressing through the dissertation experience, but not meeting the required milestones in the designated timeframe, will be required to reenroll in the corresponding dissertation experience. Students needing more than two reenrollments in any of the dissertation courses will need to appeal to re-enroll to remain in the program and complete the designated milestone(s). Prerequisites: completion of all required coursework and RES 8974 Dissertation IV